Harmonize 1 teachers guide

In addition, there is a Reflect task at the end of each unit of the Student Book and the Reflections Log in the Workbook, which encourage students to spend time considering skills acquir

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TEACHER’S GUIDE

Jessica Finnis

1

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Great Clarendon Street, Oxford, OX2 6DP , United Kingdom

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First published in 2023

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this same condition on any acquirer

Links to third party websites are provided by Oxford in good faith and for

information only Oxford disclaims any responsibility for the materials

contained in any third party website referenced in this work

ISBN: 978 0 19 408236 5 Teacher’s Guide with Digital Pack

ISBN: 978 0 19 406767 6 Teacher’s Guide Pack Component

ISBN: 978 0 19 406730 0 Student Book Classroom Presentation Tool

ISBN: 978 0 19 406729 4 Workbook Classroom Presentation Tool

ISBN: 978 0 19 408238 9 Teacher Online Practice Pack Component

ISBN: 978 0 19 406770 6 Teacher Online Pack Assessment Pack Component

Printed in China

This book is printed on paper from certified and well-managed sources

ACKNOWLEDGEMENTS

The publisher would like to thank the following teachers for their involvement in

the development of this course: Elena Álvarez, Tina Bermejo, Asunción Bosh,

Olga Carceller, Kati Elekes, Esra Ezici, Eula França, Belén García, Diva Maria

A Ghetti, María Teresa Gómez, Danica Gondova, Luis Hernández, Sarah

Louise Hills, Tanja Rey Kuhn, Luciana Maia, Cristina Matellán, Yolanda Arrufat

Mingorance, David Molina, Júlia Muntal, Almudena Ortiz, Isabel Palomo,

Carmen Panuta, Violeta Pena, Victoria Pizarro, Mª Mar Relea, Inés Revilla,

Paolo Rodrigues, Beatriz Rossi, Carlos Silva, Helga Nelker Silva, Alberto

Sotoca, Misha Trnova, Nuria García de Viedma.

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Welcome p4

About the projects

• Classroom objects

• Colours

• School subjects

• Subject pronouns • can for ability

• Prepositions of place • Possessive ’s

• Possessive adjectives • have got

• there is / there are + a, an, some, any

Article: Our hangouts

Skill UP! Facts and opinions

Video focus: Graphics

Project skills: Organizing visual information

Project coach: Presenting an infographic

Article: Do you teach robots?

Skill UP! Reading quickly for

general meaning

Podcast: Join a club!

Skill UP! Identifying speakers in

Skill UP! also

Project skills: Presenting clearly

Project coach: Presenting clearly

Article: All kinds of football

Skill UP! and, but, so

Video focus: Showing

instructions and rules clearly

Skill UP! Responding to an apology

An advertisement for a sports club

Skill UP! Using capital letters

Project skills: Using creative ways to present

Project coach: Interacting with the audience

4 What we wear p44

• Clothes

• Adjectives to describe feelings

• Present continuous

• Present continuous and present simple

Magazine feature: Three young people with a passion for fashion

Skill UP! Using titles and

headings to understand content

Podcast: The secret life of … colours

Skill UP! Using photos to predict

content

Skill UP! Getting someone’s attention

A magazine feature

Skill UP! Punctuation

Project skills: Sharing work

Project coach: Sharing work fairly

5 Eat up p56

• Food

• Adjectives to describe food

• Countable and uncountable nouns;

some, any, much, many, a lot of

• can / can’t, must / mustn’t

Article: Supertaster!

Skill UP! Using photos to

understand the topic of a text

combinations Video focus: Sound effects

a café

Skill UP! Saying please and thank you

A flyer for a food stall

Skill UP! Writing a flyer

Project skills: Making good decisions

Project coach: Working together to make decisions

6 Island life p68

• Geographical features

• Weather

•Past simple: be and past time expressions

• there was / there were

• Past simple affirmative: regular and irregular verbs

Illustrated story: A new life

Skill UP! Using pictures to help

you understand new words

Skill UP! Sequencing words

Project skills: Making a video presentation

Project coach: Making face-to-camera video

• Past simple: questions

Magazine profile: Tell me about Courtney Hadwin

Skill UP! Understanding the

format of an article

Radio programme: An interview with a pop band Skill UP! Listening to the first

Skill UP! Time expressions

Project skills: Preparing for a role-play presentation

Project coach: Overcoming nerves

8 Around town p92

• In a town

• Adjectives to describe places

• be going to for future plans

• will / won't for future predictions

Encyclopedia entry, news article and magazine article:

How will we travel?

Skill UP! Understanding the type

and purpose of a text

Tour commentary: Dublin Skill UP! Listening for specific

information

directions

Skill UP! Asking for clarification

An advertisement for a tour

Skill UP! Giving examples

Project skills: Choosing different roles to practise different skills

Project coach: Trying new roles in project work

To be replaced

2

Welcome p4

• Colours

• School subjects

general meaning

Skill UP! also

• Clothes

content

5 Eat up p56

• Food

a café

• Weather

• In a town

information

directions

My grammar reference & practice p104–121 Culture 360° p122–126 Irregular verb list p127–128

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Welcome p4

• Colours

• School subjects

general meaning

Skill UP! also

• Clothes

content

5 Eat up p56

• Food

a café

• Weather

• In a town

information

directions

2

Welcome p4

• Colours

• School subjects

general meaning

Skill UP! also

• Clothes

content

5 Eat up p56

• Food

a café

• Weather

• In a town

information

directions

My grammar reference & practice p104–121 Culture 360° p122–126 Irregular verb list p127–128

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Print components

FOR STUDENTS

Student Book

The Student Book provides everything students need

to participate fully in every lesson Includes:

• 8 project-based units

• 5 Culture 360° lessons, with a 360° image and

digital hotspots

• Grammar reference and practice

• 2-page Irregular verbs list

Workbook

Students consolidate language learned in class with grammar, vocabulary and reading activities in the Workbook The Project Log provides a unique, fun and creative space for learners to develop ideas, reflect on their projects, celebrate successes, and evaluate areas for development. Includes:

• 8 units providing practice of the language and reading skills from the corresponding Student Book unit

exam-style tasks for each unit

• 8-page Writing workshop, with model writing texts and writing practice tasks

• 32-page Project Log where students can complete their Student Book Project Builder tasks

Robert Quinn A1 +

WORKBOOK

Catherine Ball

Log PR JECT

4067478 Harmonize1 WB cover.indd All Pages 13/07/2022 18:08

Rob Sved & Nicholas Tims A1 +

• A tour of a Student Book unit

• Complete support for every lesson, including detailed lesson

plans and teaching guidance

• Guidance on helping students to understand and build the

skills required for success in a variety of learning situations

• Integrated teacher wellbeing support

• Optional extra activities

• Audio and video scripts

Jessica Finnis A1 +

TEACHER’S GUIDE with Digital Pack

WO RKB OO K

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Digital components on Oxford English Hub

FOR STUDENTS

Student e-book

• A digital version of the Student Book with audio, video

and 360° interactive images

Workbook e-book

• A digital version of the Workbook with audio

Student Online Practice

• Extra interactive practice of all four skills, grammar and vocabulary

Student resources

The digital materials and resources for this course can all be found at oxfordenglishhub.com

• Student Book on screen with audio, 28 videos

including vlogs and Project coach videos, grammar

animations, 360° interactive images and answer keys

• Games and interactive activities

• 5 Culture 360˚ lessons

Workbook

• Navigate function to the Student Book

Course assessment

• Entry test, diagnostic test, unit tests, progress tests and end-of-year tests

Teacher resources

11 vocabulary, 8 reading and 8 speaking worksheets

three levels – Basic, Standard and Challenge

• Downloadable wordlists

Teacher Online Practice

• Extra interactive practice of all four skills, grammar and vocabulary

• Tools to assign and track students’ homework and progress, and manage classes

Professional Development

• Methodology support, bite-sized training and more

to maximize your teaching

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Introducing Harmonize

Harmonize is a new six-level lower secondary English language

course Its unique methodology with integrated projects

provides opportunities for students to use language in a

real-life context and work collaboratively towards project outputs

and presentations The availability of six levels allows for flexible

entry and exit, based on each school’s needs The key course

features, which include engaging videos in every unit, Project

Log, Culture 360° pages and Online Practice, enhance students’

language-learning experiences Project work is supported through

the Project coach videos.

Material in Harmonize employs the latest research in second

language acquisition, and incorporates feedback from

practising teachers.

Harmonize key values

Transform your classroom into a collaborative

learning environment

Harmonize integrates projects into every unit, motivating students

to work together towards a common goal and learn language and

skills they can apply to other contexts Projects give students the

opportunity to develop skills beyond language learning for lifelong

success, with tasks that encourage mediation, communication

and collaboration

Spark students’ creativity as they research, develop

and deliver their projects

Students define the direction of their project work, creating unique

projects that are shaped by their own values, interests and creative

skills The Project Builders provide step-by-step project tasks

throughout the unit, encouraging students to build their project in

manageable stages.

The Project Log provides a unique, fun and creative space for

students to develop ideas, reflect on their projects, celebrate their

successes, and evaluate their progress.

Connect learning with the world outside the classroom

with meaningful topics, tasks and videos.

Project tasks help students communicate in English in real-life

contexts Through their project work, students explore languages

and other cultures whilst developing respect for difference and

diversity Students present their final projects in a variety of formats

such as a poster, blog, video, or web page.

Content-rich texts and videos, including the Project coach, provide

students with relevant real-world content and realistic language

models which keep them engaged with their learning

Online Practice helps students to become competent

autonomous learners by providing them with online skills practice

and activities to complete in their own time

Harmonize methodology

Integrated project methodology

Harmonize has an integrated project methodology, which is a

student-centred form of learning that involves students exploring

and attempting to solve real-life problems Project-based learning

is an important vehicle for the development of global skills for the

21st century, including digital literacies.

The projects in Harmonize contain a number of essential elements,

including:

• A challenging problem or question

• Audience-facing output task

• Key knowledge and skills

• Sustained inquiry

• Authenticity

• Student voice

• Reflection

• Critique and revision

The advantages of a project-integrated approach

Harmonize aims to capture students’ imaginations and inspire

learning with project-based learning and real-world topics A high level of engagement is achieved when learners find project goals meaningful and relatable, and this can in turn lead to deeper levels of learning Outcomes include improved language skills, transferable project skills, and much better retention of learning

How the project-integrated approach works

in Harmonize

In each of the eight main units, students work in small groups

towards a final project Each lesson culminates in a Project Builder task, recorded in the Workbook Project Log, which builds towards

the final project presentation The language systems (vocabulary, grammar and pronunciation) are not taught in isolation, but through the four skills as students work through the projects This empowers students to communicate with confidence and inspires them to take responsibility for their own learning

The syllabus has been developed across all six levels in consultation with teachers so that teachers can choose the entry level to the course based on students’ learning needs.

Skills development

Skills work is supported in Harmonize through a strong focus on

strategies Skill UP! sections give detailed information on specific

strategies, providing students with tips to help them apply these strategies inside and outside the classroom In addition to the

Skill UP! strategies for Reading, Listening, Speaking and Writing

there are also Video focus tips for working with video, Life skills, and Project skills tips to help students with their final presentation

of their project work.

Vocabulary

Each unit of Harmonize has two core vocabulary sets, which are

generally topic-based In addition, there are functional language phrases on the Speaking pages and additional Key phrases in the Project spreads at the end of each unit These elements make up the ‘core vocabulary’ for all students to learn.

For students who can cope with a more extensive vocabulary list, there are Extra vocabulary sets in some units These may come from the unit opener vlog, or reading or listening texts, and are also practised in the Workbook.

The two core vocabulary sets are presented in context on the Student Book page and followed up with practice tasks.

The Language summary pages in the Workbook list all core and

extra vocabulary from the units.

The Workbook has additional graded vocabulary practice in each unit, and the review pages provide cumulative practice of the grammar and vocabulary from the unit through exam-style tasks

Worksheets for vocabulary practice at three levels (Basic, Standard

and Challenge) are available on Oxford Hub.

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Listening is an important part of language development and

can help improve oral production Harmonize gives students

opportunities to practise listening in a realistic way Four of the eight listening lessons are video-based, so students can watch and listen as they would in real life There is a variety of video genres, including vlogs, TED-talk style videos and documentaries

In addition to this, four of the listening lessons are based around listening extracts.

Each unit has:

• a video or listening comprehension on the Listening pages

• two other videos per unit, on the Warm-up page and Speaking lessons.

These provide lots of opportunities for students to practise their listening skills as they work through the projects.

Speaking

Speaking activities in Harmonize provide students with many

opportunities to practise accuracy and fluency and to develop

their competence in linguistic communication The Warm-up page presents the unit topic through a vlog and encourages students to

activate language connected to the topic and project Throughout the course, discussion tasks require students to give their own

opinion on a subject, or to relate a personal experience Think tasks

give students an opportunity to discuss in pairs and apply critical

thinking skills The Project Builders offer opportunities for students

to practise the language they have learned while developing their project ideas.

The Speaking pages present and practise useful functional

language from everyday contexts The functional language is

modelled in context in the drama video first before students are guided through a range of tasks

Pronunciation tips also feature at different points in four of the

units and focus on specific sounds, word stress, sentence stress and intonation.

Eight communicative Speaking pairwork worksheets in the Teacher’s Resource Materials offer additional speaking practice with practical outcomes.

Writing

There is one page in every unit devoted to guided Writing activities

Writing tasks cover a variety of text types, such as emails, articles, video scripts and reports, which relate to the unit project A model text provides a clear example of structure and uses target language from the unit The model text also exemplifies a language point, such as time expressions, conjunctions or punctuation The Writing

Skill UP! also gives specific tips to aid writing skills The writing

page Project Builder includes a carefully staged writing task that links to the final project The Project Log provides a writing task

Planner and a space for students to draft their writing.

The Writing workshop pages in the Workbook also use a model

text, useful language and a carefully staged Writing task to allow students to practise writing a number of different genres The

Online Practice contains further Writing tasks.

Blended learning

Learning materials in Harmonize are provided in a variety of formats

This is to cater for the wide range of learning needs modern teachers are faced with and ensures maximum flexibility with regard to presentation and practice options Lesson presentations

can be teacher-led in class using the Classroom Presentation

Tool, or students can investigate content at home before the

lesson via the Student Book e-book and Workbook e-book, or use the Online Practice for further practice after the lesson

Mediation is integrated in the course through targeted practice in the Student Book.

Grammar

The approach to grammar in Harmonize is based on the Oxford

English Learning Framework (OxELF) grammar syllabus, which

recommends at which level to teach each grammar point for

the first time, ensuring that grammar acquisition is accessible

to learners

Each unit of Harmonize has two main grammar points New

structures appear in context in a reading or listening text so

that the teacher can follow a guided discovery approach to

grammar Teachers can also present the new structure using

the Grammar animation or Powerpoint presentation on the

Classroom Presentation Tool

The grammar explanation can be reinforced through the inductive

grammar rules on the page, followed by short contextualized tasks

Expanded grammar tables, explanations and further essential

practice can be found in the Grammar reference section at the

back of the Student Book Students are also encouraged to practise

the grammar more freely in the Project Builder tasks

The Workbook has additional graded grammar practice in each

unit, and the review page provides cumulative practice of the

grammar and vocabulary from the unit via exam-style tasks

Grammar tables are also included in the Language summary

pages in the Workbook

Worksheets for grammar practice at three levels (Basic, Standard

and Challenge) are available on Oxford Hub

Video

Video is integral to Harmonize There are two or three videos in

the main Student Book unit The unit begins with the vlog on the

Warm-up page, which introduces students to the topic and some

key vocabulary In four of the eight Listening lessons in the Student

Book, there is a video offering listening comprehension practice

through a range of engaging vlogs, presentations and dialogues –

reflecting the way modern teenagers listen and watch in real life

The Video focus feature in these lessons encourages students to

consider the different ways in which effective videos are made The

video on the Speaking page engages students with an episode

featuring recurring characters and introduces key functional

language.

Reading

Harmonize includes a wide range of text types, including articles,

web pages, stories, emails and interviews All texts are carefully

graded and engage students in a realistic way Reading texts are

used in different ways throughout the book:

• To preview and recycle grammar: the main text in each unit is

used to preview the new grammar points, increase students’

exposure to recently presented vocabulary and sometimes

preview new vocabulary.

• To develop reading strategies: the Skill UP! presents a reading

strategy tip to help students build reading skills and is followed

by a relevant practice activity.

• To practise reading skills: a wide variety of comprehension

activities accompany each text along with further

comprehension practice in the Online Practice.

Shorter texts appear throughout the course to recycle and practise

grammar and vocabulary, to provide a writing sample and to set

the context for listening or speaking tasks.

To help students with reading, look at the background information

notes in the Teacher’s Guide so that you can pre-teach vocabulary

if necessary, and pre-empt any difficulties The Reading lesson

in the Workbook provides further practice of the Skill UP!,

comprehension exercises, and contains examples of the

unit grammar Further reading tasks are also included in the

Online Practice.

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How to do project work

Harmonize has project work at the heart of its approach to

language learning In each unit, the language input and practice

contributes to five project stages (Project Builders 1–5), and the

final project lesson of each unit brings all the project work together

– usually in a group presentation The Project Builders encourage

groups to be cooperative, creative and inclusive of ideas and

are carefully constructed to make the final project presentation

achievable and engaging There is an in-built flexibility that

allows the projects to be relevant and productive in all classroom

situations, but it is true to say that managing project work in the

classroom is not always straightforward.

Setting up project groups

We recommend that projects are completed in groups of three

students They are designed so that, in one unit, the same group

of students works on the five Project Builders and the final

presentation together There are eight projects in the book so the

teacher is able to organize students into groups in different ways

The teacher can learn from the successes of student groups from

one unit to the next It’s useful to have a close look at the nature of

the unit project before deciding how to group students.

Student choice or teacher choice?

The teacher can try both It’s important for students to learn to

work effectively with a range of people, whether it is with their

close friends or others It’s good to learn to overcome distractions

and be productive when working with friends, but choosing

groups randomly can be a good option too It may be necessary

to stress to the students the importance of learning to work in a

successful group and that the skills required for success can be

very different to completing work individually Through the course,

students will develop a range of skills such as negotiation, listening

skills, cooperation, and constructive criticism, and it is useful for

them to be aware of this at the outset.

Group by ability?

A group with different abilities in it can often work well especially

if the project requires a broad range of creative skills that are not

heavily dependent on linguistic ability But the teacher will need

to make sure that a strong student does not dominate the project

group, and that all students partake equally.

Sometimes it is useful to group students by similar ability levels

Stronger students working together can push each other to

challenge themselves and create a higher level of work A group

of weaker students can benefit from the support of a teacher

more easily.

Group by interests?

For some projects, especially those that rely on strong personal

opinions or tastes, it may work well to group students by interests

Otherwise, if students have vastly differing interests it may make it

difficult to agree on topics and it could end up with some students

becoming disengaged.

Assigning roles?

The projects will make it clear what is expected of each group

and the roles they might take It is useful, however, for each group

to have a project monitor or coordinator who is responsible for

making sure that the group work is completed at each stage and

the Project Logs are also completed They could also be responsible

for keeping an eye on the time during tasks.

The teacher should keep in mind that groups do not always work

well together It is sometimes worth changing a group, even after a

few lessons Swapping some students may improve the experience

and quality of the projects for the groups.

Organizing group work in the classroom

How long should the project work take?

The Project Builders vary but the expectation is that the project work should be done in around 15 minutes, typically, at the end of

a lesson The final project lesson is likely to take a whole lesson, with some of the presentations perhaps taking place in a subsequent lesson Before students start their group work, it is important

to make sure they are clear about their task and how long they have The teacher could give them some tips on using their time effectively Some Project Builders involve small amounts of research

to be done individually outside the classroom Students need to know that it is important to do this work and to come to each lesson prepared so that their group can progress with the project.

Should students always speak English?

This will depend on the level of the students and also the demands

of the task There may be times when the practical aspects of the project are much easier to organize in the students’ own language

Most of the Project Builders expect the use of English because language from the lesson should also be activated In the final project lesson of each unit, there is always a focus on specific functional language which enables students to carry out their work as a group.

What should the teacher do during project work?

The teacher should use the time to circulate from group to group

They should ensure that groups are focused on the task It may be necessary to encourage some of the quieter students to take part and make sure that more confident students are taking ideas from the whole group The teacher should find opportunities to praise individuals and teams on both the content of their work and their approach to teamwork From time to time, it may be useful to stop the class to draw attention to exemplary work from one of the groups that the rest of the class may find useful It may even be useful to stop all the groups except for one so the class can observe some good examples of collaboration in a particular group.

Feedback and output stages

The teacher should try to build in a feedback stage after the final project lesson so that the groups can share any aspects of their work that went well By the end of the unit, students will have put

a lot of work into their projects, so it is recommended that the teacher allows time for each group to present their work and for students to critically appraise each other’s work.

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Assessment for learning

• It allows teachers to teach more inclusively By providing more tailored support to individual students, teachers can feel more confident that no one is being left behind.

• It enables colleagues to support each other Assessment for learning offers a consistent approach which teachers and their colleagues can implement collaboratively.

How can I implement Assessment for learning

in my teaching?

Effective implementation of Assessment for learning is grounded in three key classroom practices: diagnostics (where the learner is), learning objectives (what the learner needs to learn next), and success criteria (what success looks like) These practices are interrelated and, together, lay the foundations for effective feedback.

The next section explains the three key practices in more detail.

Diagnostics

To be able to provide effective feedback, teachers need to find out what students already know and can do Teachers can gather this evidence through classwork and homework activities, including those that incorporate peer and self-assessment.

For instance, after a speaking activity, students could assess their own and each other’s performance using a set of can-do statements This, combined with the teacher’s assessment, can reveal what students are already doing well and highlight specific areas for improvement.

Classroom dialogue can also provide valuable insights into students’ understanding and there are a number of ways to maximize its potential as a diagnostic tool These include:

• short warmer activities.

• asking students open questions that require deeper reflection.

• allowing plenty of thinking time.

• exploring their answers through follow-up questions.

• providing opportunities for them to ask questions themselves.

to present the Lesson objectives at the beginning of each lesson in

Harmonize to help with this.

LESSON OBJECTIVES

• Understand the importance of balanced diets

• Learn food vocabulary

• Talk about quantity

However, it can also be effective to wait until after an activity and then ask students to infer for themselves what skills the activity was aiming to develop, why these might be useful and how they might

be applied.

What is Assessment for learning?

Assessment for learning, also sometimes known as continuous

assessment, is an approach that builds formal and informal

assessment practices into everyday classroom activities to directly

encourage learning It is recognized by educators around the world

as a way of improving students’ performance and motivation and

promoting high-quality teaching.

Assessment for learning relies on a constant flow of information

between teachers and their students Students provide evidence

of their knowledge, understanding and skills as they engage

in learning activities Meanwhile, they receive specific and

constructive feedback on their performance and progress, which

helps them to move forward in their learning This creates an

ongoing cycle of gathering information, identifying next steps and

supporting learners to achieve the set objectives.

In an Assessment for learning approach, it does not need to be

only the teacher who gathers and interprets evidence about what

students know and can do Students are also encouraged to do

this for themselves and for each other through self-assessment and

peer assessment This helps deepen their understanding of what

they are learning, why they are learning it, and what successful

performance looks like.

The evidence gathered for Assessment for learning does not always

need to be in the form of grades or scores Often, a warm-up

activity will give quick insights that will then inform the rest of the

lesson or a teacher will offer a brief comment about a student’s

performance on a particular task It should not focus only on

aspects that students need to improve It is just as important to

highlight what students have achieved and are already doing

well It can therefore be useful to focus feedback on ‘medals’ and

‘missions’ – what they have done successfully and how they can

move their learning forward.

Once students have received feedback, they need time and

opportunities to act on it It is by putting feedback into action that

students can ‘close the gap’ between their current performance

and their desired performance So, for example, after students have

received feedback on an essay, teachers could set aside lesson time

for students to redraft their work and/or set specific goals for their

next essay.

Why is Assessment for learning useful?

For students:

• It improves attainment Receiving quality feedback has a

positive impact on students’ achievement.

• It deepens learning Students understand not only what they

are learning but also why they are learning it and what success

looks like.

• It is motivating Assessment for learning emphasizes progress

rather than failure, encouraging students to set goals, recognize

their achievements, and develop positive attitudes to learning.

• It prepares students for lifelong learning By making students

more responsible and self-aware, it equips them to learn

independently and proactively in the future.

For teachers:

• It informs teaching decisions Assessment for learning provides

valuable information about students’ needs, allowing teachers

to decide what to prioritize in their teaching.

• It develops skills and confidence Assessment for learning can

encourage more flexible and creative approaches to teaching

and give teachers a clear sense that they are helping their

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How can teachers use Assessment for

learning with Harmonize?

Assessment for learning is compatible with different approaches

to language teaching, from grammar-based to project work The

teaching notes for Harmonize highlight opportunities for teachers

to gather information, identify next steps for students and support them to achieve the set objectives In addition, there is a Reflect task at the end of each unit of the Student Book and the Reflections Log in the Workbook, which encourage students to spend time considering skills acquired during their project work and also areas for improvement.

Teacher comments

5 UNIT



PR JECT Create a menu for a food stall

… agree and disagree with others

… give my opinions about food

… make good decisions

… consider different people’s needs

… write important information on a flyer

Here are

my thoughts:

Now I know how to …

I think our food stall is

Our group …

… helps each other

… disagrees sometimes

… makes good decisions

… works well together

I really like:

is a star.

Create the final menu Create the final flyer Present the stall

In order for students to make sense of learning objectives, these

need to be linked to clear success criteria If students understand

and recognize what successful performance looks like, they will be

better able to set clear goals, make use of feedback, and measure

their own progress This Teacher’s Guide contains many useful tips

that suggest ideas about how to agree objectives and establish

success criteria for the Harmonize projects.

One useful approach is to discuss success criteria with the students

For instance, if they are learning to write a formal email, the teacher

could elicit the key features of a successful formal email and why

those features are important The teacher can then add in any key

ideas they have missed

Log it! 5 pages in the Project Log section of the Workbook provide

a reminder to students of the key features of a text that they

Create a menu for a food stall

WHAT FOOD do we sell?

Here’s my WRITING PLAN:

WHAT is the special offer?

WHAT is the NAME of our stall?

WHERE is our stall?

WHEN are we open?

place and time

photos

TIPS

• use BIG, colourful fonts for important information

• put important information at the TOP of your list

• use lots of adjectives

PL 22

5 Project Builder 5 Student Book p65 Project Builder 5 Student Book p65

Giving and analysing examples of what good writing looks like is

another way of drawing out success criteria, and teachers can use

the model writing texts in Harmonize to help with this

Peer and self-assessment are also powerful ways of engaging

students with success criteria For example, once students have

written an email, they can send it to a classmate, who then gives

feedback based on the agreed success criteria.

How is Assessment for learning different

from other kinds of assessment?

Assessment for learning is often contrasted with assessment of

learning (also called summative assessment), which measures the

outcomes of learning by showing where students are at a given

moment in time In reality, however, the two kinds of assessment

can overlap For example, you might give your students a

summative end-of-term test to measure their achievement If you

then use their results as feedback on how they can improve, the

same test can then become a tool for Assessment for learning

Is Assessment for learning a new approach?

In many ways, Assessment for learning reflects what most teachers

have always done in the classroom Finding out what students

can do and giving them feedback are, of course, fundamental and

natural aspects of good teaching However, in an Assessment for

learning approach, feedback is viewed as part of a continuous cycle

of goal-setting and reflection, with each learning activity feeding

into the next The Assessment for learning framework also supports

you in providing feedback in a way that is systematic and inclusive.

Trang 14

Professional development

Professional development titles

Our Professional development titles enable teachers to keep up with the latest insights in English language teaching

Position papers and focus papers

• Effective feedback:

the key to successful

assessment for learning

• Project-based learning

• Mediation in English

language teaching

Built on research and

classroom practice, our

position papers offer

practical guidance on

the major issues shaping

language teaching today

Our smaller focus papers

offer bite-sized insights and

tips on specific topics for the

classroom.

Help to get started

Teachers can go to Oxford HUB for everything they need to

start using their course and access digital tools and resources

(www.oxfordenglishhub.com).

Professional development

Methodology support

Harmonize is informed by Oxford’s research and best practice

from our experts in English-language teaching and learning

We’ve selected a range of professional development content to

help deepen teachers’ understanding of the core methodology

in the course:

Explore further

Teachers who would like to develop their skills and knowledge

beyond the content selected for their course, can find a range

of options available at www.oup.com/elt/expert We are

delighted to be able to share a wealth of insights informed by

research and classroom practice.

Oxford Teachers’ Academy

Here, teachers can advance their skills with online professional development courses certified by Oxford University Department for Continuing Education.

Teacher Wellbeing

For extra support, a section

on Teacher Wellbeing, by Sarah Mercer, author of the Professional development

title Teacher Wellbeing, can be

found on Oxford HUB This support section considers the importance of teacher wellbeing and includes practical tips and short activities that will help teachers

to focus and reflect on various aspects of wellbeing.

Trang 15

tasty menu for a food stall

Project Builders 1–5:

1 Think of an idea for a food stall

2 Choose some balanced food ideas for your menu

3 Adapt your menu for people with special diets.

4 Create interesting food combinations.

5 Create a flyer for your food stall.

Present your menu.

VOCABULARY

• Food

• Adjectives to describe food

GRAMMAR

• Countable and uncountable nouns

• some, any , much, many, a lot of

• can / can’t, must / mustn’t

Unit objectives give

students an overview

of the project for the

unit and the different

stages for creating it

They also summarize

the vocabulary and

grammar presented

Your Project states

the context of the

project, outlines

the steps needed to

achieve it and states

the project outcome

Presenting the

context in this way

means that teachers

can draw students’

attention to the final

project outcome and

then ask them to

think about the

real-life situation in which

they might be asked

to do this, e.g setting

up a small food stall

business

Trang 16

15 Unit walkthrough

Lesson 1: Unit opener

57

LESSON OBJECTIVES • Talk about food stalls • Learn about sections of a menu

WARM-UP

1 Look at photos 1–4 Match them with the food stalls A–D

A Hot dogs and fries – New York, the USA

B Insect snacks – Bangkok, Thailand

C Vegan food – Queensland, Australia

D Brazilian food – London, the UK

2 Which food stall would you like to try? Why?

1 Sophie usually has stir fry noodles with chicken

2 The Korean stall’s most popular main dish is spicy beef noodles

3 Ava is a vegetarian

4 Ava also orders two sides

5 Sophie buys a banana smoothie for her brother

5 Complete with the words in the box.

desserts drinks main dishes sides

1 main dishes : noodles with vegetables, pizza, burger

2 : salad, salsa, guacamole

3 : water, smoothies, bubble tea

4 : ice cream, chocolate cake, fruit

PR JECT BUILDER 1 Think of an idea for a food stall.

Workbook Project Log p20

6 Think of some different ideas for your food stall Write a list.

7 Agree on the best idea from your list.

I’m not sure. I prefer Chinese food …

I like the idea of a Mexican food stall

8 Now decide on the different sections you want on your menu

Use the words from exercise 5 to help you.

Yes, and cold drinks.

Let’s have main dishes and sides.

REC

Food market

Sophie and Ava’s

an entertaining vlog.

Project work

is integrated throughout the unit with the

Project Builder and Project Log.

PR JECT5

My favourite idea

OUR BEST IDEA

has great ideas!

Here are our menu ideas so far …

Project Builder 2 Student Book p59 Project Builder 1 Student Book p57

Project Builder 2 Student Book p59

Project Builder 1 Student Book p57 The Project Log provides a unique,

fun and creative space in the Workbook for students to develop ideas, reflect on their projects, celebrate their successes and evaluate areas for development

Students can personalize the log by adding notes about their favourite ideas and commenting

on the contributions of their team members

Trang 17

• Understand the importance of balanced diets • Learn food vocabulary

• Talk about quantity

VOCABULARY

1 21 Look at the photo of Cooper and discuss the questions Then listen to the information and check

1 What do you think the photo shows?

2 Where do you think Cooper is from?

3 How old do you think he is?

2 Which of these foods can you find in the photo? What other foods can you see?

3 Discuss the questions.

1 Which of your favourite foods are in the

photo?

2 Which of the foods in the photo do you

often eat for breakfast? For dinner?

4 Think of different ways you can group the words in exercise 2 Choose one of the ways and group the words.

foods you put in a fridge / foods you don’t put in a fridge

5 MEDIATION The photo of Cooper is from

the book Daily Bread by a photographer,

Gregg Segal Look online and find more

of Gregg’s photos. Print one to show your class. Describe the person’s diet in three sentences.

are an integral part of

the course Students

Trang 18

11 Read about the Eatwell Guide Match the phrases in bold

1–6 with the labels A–F Has Cooper got a healthy and balanced diet?

12 Talk about the food you eat Have you got a balanced diet? Has your partner?

I don’t eat many vegetables.

PR JECT BUILDER 2

Choose some balanced food ideas for your menu.

13 Look at your menu sections from Project Builder 1

Think of two or three dishes for each section of the menu.

1 Has your menu got any fruit or vegetables?

2 What about protein and carbohydrates?

3 How can you make your menu healthier?

6 Read about Cooper’s diet. Do you think it is healthier

than yours? Why / Why not?

Cooper’s diet is quite healthy He eats a lot of vegetables, like carrots and broccoli He doesn’t eat much pasta and rice, but he eats some noodles and a lot of bread He eats some fish – he likes Japanese sushi Cooper doesn’t eat many snacks, but he likes popcorn There are some sweets and crisps in the photo too, but there isn’t any ice cream and there aren’t any fizzy drinks.

GRAMMAR

Countable and uncountable nouns; some, any, much , many, a lot of

7 Choose the correct option to complete the rules.

Countable and uncountable nouns Countable / Uncountable nouns have a singular and a plural

form.

a banana ➞ some bananas an apple ➞ some apples Countable / Uncountable nouns only have a singular form.

We don’t use a / an with uncountable nouns.

rice ➞ some rice

MY GRAMMAR REFERENCE & PRACTICE p114

8 Make a list of countable and uncountable nouns Use the

words in exercise 2.

9 Choose the correct option to complete the rules

Use the text in exercise 6 to help you

some , any, much, many, a lot of

In affirmative sentences:

1 we use some / any with countable and uncountable nouns.

2 we usually use some / a lot of to talk about big quantities.

In negative sentences:

3 we use some / any with countable and uncountable nouns.

4 we use many / much with countable nouns.

5 we use many / much with uncountable nouns.

10 Complete the sentences about Cooper’s diet with the

words in the box.

a lot of any many much some

1 There isn’t pizza in the photo.

2 Cooper eats meat

3 There isn’t lemonade in the photo.

4 Cooper doesn’t eat apples.

5 There’s Japanese food in the photo.

CHECK IT!

Eatwell Guide

The Eatwell Guide shows a healthy and balanced diet

eat five portions of fruit or vegetables every day.

potatoes and bread)

• 6 Foods high in fat, salt and sugar (chocolate, cake,

biscuits, lemonade) are not part of a healthy diet We don’t need them But we need six to eight glasses of water every day.

A

B

F

E D C

Lesson 2: Vocabulary & Grammar

PR JECT

5UNIT

Teac her

it Log

Our menu has these sections

My favourite idea

OUR BEST IDEA

has great ideas!

Here are our menu ideas so far …

Healthy food

The Classroom Presentation Tool also provides

interactive activities

to make practising grammar fun!

Grammar animations

are included in

the Classroom Presentation Tool for

additional support or

as a tool to present the grammar They provide a clear and relatable context for the new grammar

The Grammar reference and practice section at

the back of the book provides additional support for students

Trang 19

• Learn about different diets and how we taste food • Predict a topic from photos

• Talk about rules and obligations, permission, ability and possibility

READING

1 Are there any types of food you hate? What are they?

2 Why do some people not like vegetables?

2 Read the Skill UP! Then look at the photo and choose the

best topic 1–3 for the article.

Before you read a text, look at the photos They can help you understand the topic of a text.

1 People who taste food for a job.

2 People who have a strong sense of taste.

3 People who can eat a lot of food.

3 22 Read and listen to the article Check your answer from exercise 2.

4 Find these words in the article What do they mean in your language?

advantages avoid bitter flavour spinach taste (noun) taste buds

Skill UP!

5 Read the article again Does each sentence below describe supertasters (S) or non-tasters (N)?

1 They don’t have a gene called TAS2R38

2 They have more taste buds than other people

3 They don’t usually like broccoli or spinach

4 They like food with strong flavours

5 They sometimes avoid foods with a lot of sugar or fat

6 They often put salt on their food

6 THINK Discuss the questions.

1 Can you think of more examples of foods or dishes that

supertasters probably don’t like?

2 Which type of taster do you think you are? Why?

There are scientific tests to find out if you are a supertaster Find out about one of them online.

Look UP!

Supertaster! Do you hate the taste of spinach ?

Scientists say about

25% of people are supertasters, 50%

of people are medium tasters, and another 25% of people are non-tasters The reason why some people don’t like vegetables

can be genetic Supertasters have a gene called TAS2R38

They have more taste buds than other people The taste of foods like chilli and bitter green vegetables is very strong to them

Medium tasters are in the middle – they can taste bitter foods, but the taste isn’t very strong Non-tasters are the opposite of supertasters For them, vegetables like spinach aren’t bitter at all As a result, non-tasters prefer food with a strong flavour.

So is it good to be a supertaster? There are some advantages:

supertasters sometimes avoid unhealthy foods with a lot

of sugar or fat – the taste is too strong But they also avoid green vegetables – and these have a lot of healthy vitamins

Supertasters also often put salt on their food to stop the bitter taste – and a lot of salt isn’t good for you.

Maybe you’re a supertaster

Do you always leave broccoli on your plate?

magnifying glass icon

shows students that

they can go online to

find out more about

Look UP! activities

invite students to dig deeper into the topic

of the lesson outside

of class Students are encouraged to

go online and find more about the real-life topic

Trang 20

19 Unit walkthrough

Lesson 3: Reading & Grammar

61

7 Look at the information below and complete the text

about special diets.

Pescetarians Vegetarians Vegans

Some people have special diets They prefer not to eat some foods 1 don’t eat any animal products 2 eat some animal products, like milk and eggs, but they don’t eat meat or fish

3 eat fish, but they don’t eat other animals Some people are 4 to certain foods, e.g nuts or gluten People with allergies must

be careful They mustn’t eat certain foods or they become sick.

What are the five most common food allergies in the world?

GRAMMAR

can / can’t, must / mustn’t

8 Match sentences 1–4 to the uses of must, mustn’t, can

or can’t.

obligation prohibition ability possibility

can / can’t, must / mustn’t

1 People with allergies must be careful obligation

2 They mustn’t (or can’t) eat certain food or they become

sick

3 The reason why some people don’t like vegetables can be

genetic

4 Medium tasters can taste bitter foods

9 Choose the correct option.

1 You mustn’t / must eat food in the school library

2 My uncle must / can cook really well.

3 You must / can’t wash your hands before you eat.

4 Coffee must / can taste very bitter.

5 He can / can’t eat cheese He’s allergic to milk

Look

UP!

CHECK IT!

10 What rules do you have about these things? Write

sentences with must / mustn’t, can / can’t

• mealtimes in the school canteen

• mealtimes at home with your family

At home we can’t use our phones at mealtimes.

11 MEDIATION Imagine Lewis, Nina and Joe are at your house for dinner Tell your English friend which foods in the photos each guest can / can’t / mustn’t eat.

Which food A–F do you decide to give your guests?

• Lewis is a pescetarian.

• Nina is a vegan.

• Joe is allergic to milk and nuts

LIFE SKILLS When you make choices for a group of people, it’s important to consider everyone’s needs Do you know any people with special diets?

Adapt your menu for people with special diets.

12 Look at your ideas for dishes from Project Builder 2

Discuss the questions.

1 What dishes are for people with special diets?

Think about these people:

• vegetarians

• vegans

• pescetarians

• people with allergies

2 How can you adapt your dishes for people with

through activities that help them understand and respect other people’s thoughts and ideas

Life skills equip

students with the skills they need

to prepare for life beyond the classroom, whether

in their personal life, career or education

PR JECT5

adjectives to describe our combinations

Students can record their work and

reflections for Project Builder 3 in Log it! 3

in the Workbook

Trang 21

Lesson 4: Vocabulary & Listening

62

VOCABULARY

1 Read the text What foods do you know that go well together?

• Learn about interesting food combinations • Describe food with adjectives

• Focus on sound effects in videos

2 Which adjectives describe the food in boxes A and B?

bitter crunchy delicious greasy healthy salty savoury spicy sweet unhealthy

Mango is sweet and healthy.

3 Which foods from boxes A and B do you think go well together?

Chicken and chips, ice cream and chocolate sauce … some foods go well together But what about other food combinations?

Chicken and chocolate sauce? Chips and ice cream?

They both sound unusual, but chicken with a chocolate (and chilli) sauce is a traditional dish in Mexico

And many people say ice cream and chips are actually delicious together!

Each unit presents

two core vocabulary

sets and further

Trang 22

Lesson 4: Vocabulary & Listening

63

Video Video

LISTENING

4 Look at the photos What do you think is happening?

5 Video Watch the first part of the video and check

your answer to exercise 4.

6 Video Watch the second part of the video What food

combinations does Lauren try? Choose one food from A and one from B in exercise 2 for each combination.

7 Video Watch the complete video Complete the

sentences with one word in each space.

delicious greasy healthy Indonesia Mexico nuts water well

1 Lauren mustn’t eat because she is allergic

to them.

2 Lauren thinks the mango and chilli is a

combination

3 In lots of people eat mango and chilli.

4 Lauren thinks that chocolate and crisps go really

together.

5 After the bananas with cheese, Lauren asks for

6 Bananas with cheese is a snack from .

7 Lauren thinks coffee and butter is .

8 Some people believe that coffee and butter is a

drink.

8 Read the Video focus Can you remember the sounds

Lauren and Kyle use in their video? What do they mean?

Sound effects in videos are a useful way to give viewers information They also make videos more interesting.

9 Would you like to try the food combinations from

this lesson? Why / Why not?

Video

FOCUS

PR JECT BUILDER 4 Create interesting food combinations.

10 Think of some interesting food combinations to

include on your menu Make a list

11 Use adjectives from exercise 2 to describe the ideas on your menu.

Spicy Indian curry, Sweet mango Thai salad

in real life 50% of the listening lessons are video-based,

as teenagers often watch and listen at the same time There

is also a variety of genres, including vlogs, TED-talk style videos and documentaries

PR JECT

5UNIT

Teac her

it Log

In group conversations now I listen talk more.

I feel good shy worried

adjectives to describe our combinations

amazing idea!

Yuk!

PL 21

Students can record

their work and

reflections for Project

Builder 4 in Log it! 4

in the Workbook

Trang 23

Lesson 5: Speaking

64

SPEAKING

1 Have you got a favourite café? Why?

2 What do you usually eat or drink there?

2 THINK Look at the Corner Café menu Answer the questions.

1 What do you think and mean?

2 Why is there more than one price for some food and

drink?

3 What would you like to eat from this menu?

3 MEDIATION Imagine you are visiting this café with

1 Why do Anna and Leo decide to order without Tom?

2 What does Anna order?

3 What does Leo order?

5 Video Complete the Key phrases Then watch the first

part of the video again and check.

3 , medium or large? (Large), please.

What would you like to

4 ? (Some water), please.

Anything else? Yes, 5 / No, thanks.

That’s (£20.50), please Here you are.

6 (any nuts in the chocolate brownie)?

• Order food and drink in a café • Learn how to say prices • Learn how to be polite

7 Video Look at the photo What do you think the problem is? Watch the second part of the video and check.

8 Read the Skill UP! then prepare and practise two

conversations Take turns to be the customer and a server Use the menu above.

Remember to say please and thank you / thanks when

you order food.

Customer A You’ve got £10 You’re really hungry and thirsty, but you don’t want to spend all your money.

Customer B You and your friend have got £12 You’re

a pesceterian and your friend is allergic to dairy products.

Skill UP!

6 23 Read the Pronunciation then listen and repeat the

Sandwiches – homemade bread, all fresh

Mozzarella and tomato • Avocado and chilli £4

Pizzas - cooked in our authentic Italian pizza oven

Margherita (tomatoes, cheese) £4 • £7 • £10Chicken and red peppers £5 • £9 • £12

Extra toppings: extra cheese, chillies, mushrooms, onions,

peppers, olives, pineapple, spinach £1 each

Desserts – try a sweet treat

Chocolate brownie with vanilla ice cream £3.50Ice cream (various flavours) £2 per scoop

Students will get to

know the characters

who appear in each

episode

Skill UP! tips

highlight important skills that help students to become confident readers, writers, listeners and speakers

Trang 24

Lesson 6: Writing

65

2 Read the flyer again Discuss the questions.

1 Find and check the meaning of these adjectives: fresh,

juicy, homemade, gluten-free.

2 How many other adjectives to describe food can you

find?

3 What special offer does the flyer mention?

3 Read the Skill UP! Find examples of 1–3 in the flyer.

Writing a flyer

1 Present information in lists, not paragraphs.

2 Include details, e.g time and place, social media

contact details, etc.

3 Use adjectives to make your descriptions of food

more interesting.

4 Choose the correct option.

1 Have a cup of our crunchy / delicious hot chocolate!

2 We use the freshest / spiciest vegetables in our dishes

3 Try our healthy / salty cereal with yoghurt and sweet / juicy honey

4 All our fruit is homemade / organic.

5 Come and try our spicy / crunchy vegetarian curry.

Create a flyer for your food stall.

5 Write a flyer for your food stall Work in groups for part A only.

A Plan your flyer

• Agree on a name for your stall.

• What information do you need to include? Make a list.

B Write your flyer

• Use the tips from the Skill UP!

• Describe your food with adjectives.

• Add a special offer.

C Read and check

• Check your flyer includes all the necessary information.

• Check your spelling.

Skill UP!

• Write a flyer • Learn how to organize information in a flyer

WRITING

1 Look at the flyer and answer the questions.

1 What is the name of the stall?

2 When does it open?

3 Where is it?

4 Does it have any vegan or vegetarian dishes?

Every Saturday and Sunday 11 a.m until late!

Come to …

All our wraps have fresh , organic ingredients

• Spicy chicken wrap with crunchy carrot and onion salad

• Juicy steak wrap with chilli sauce and peanut butter

• Homemade falafel wrap with hummus, salad and garlic sauce

Gluten-free wraps available!

Bring this flyer and you can try some of our homemade lemonade FREE!

Whitecross Street Food Market

@wrapfans_manchesterWRAP FANS

UNIT

Teac her chec k 

PR JECT

it

Log

WHAT FOOD do we sell?

Here’s my WRITING PLAN:

WHAT is the special offer?

WHAT is the NAME of our stall?

WHERE is our stall?

WHEN are we open?

Web address/

social media:

Here’s my WRITING:

our food stall FLYER

DON’T FORGET!

healthy food special diets cool combinations

food descriptions

name

of our stall

special offer

social media

place and time

photos

TIPS

• use BIG, colourful fonts for important information

• put important information at the TOP of your list

• use lots of adjectives

5 Project Builder 5 Project Builder 5 Student Book Student Book p65 p65

Students are given time to think and plan in their project groups, noting their decisions in their

Writing plan in the Project Log.

Students then write their text in the

Project Log.

In this Project Builder, students

prepare to write their own text based on the model they can see, and following the guidance given

The Project Log

provides guidance and tips on effective writing

The model text gives

a structured writing task.

Trang 25

1 a type of food for your stall.

2 a range of dishes with some healthy food.

3 dishes for people with special diets.

4 some interesting food combinations.

5 a flyer for your stall.

DECIDE

2 24 Read the Project skills then listen to Sara,

Freddie and Ruby discuss ideas A–D for their menu Answer the questions 1–3.

PR JECT SKILLS Making good decisions

• Everyone in the group must participate in the discussion.

• Respect and listen carefully to each other’s opinions.

• Try to agree on a decision You can vote, too!

1 Which three do they decide are main dishes on their menu?

2 What do they decide about the other dish?

3 How well do they listen to each other’s opinions?

3 Decide on at least three dishes to put in each section

of your menu. Use the Key phrases to help you.

Remember to include …

• some healthy dishes

• some dishes for people with special diets

KEY PHRASES

Sharing ideas

• I think … is a good idea.

• It’s healthy because (it’s got a lot of vegetables)

it’s got a lot of …

it hasn’t got any / much …

• It is / isn’t good for (vegetarians).

Use your Project Log p20–22

The Project lesson

brings all the work

students have done

throughout the

unit together The

lesson is divided into

five sections

Share and Review:

Students work in

groups and share

their Project Builders

with each other

By sharing and

discussing ideas they

improve the outcome

of their final task

Decide: Students

continue to work

collaboratively to

make important

decisions about their

final project They

share tasks and build

on their individual

strengths to improve

the final project

The Project skills

feature gives tips on

an aspect of group work or on presenting skills This feature is complemented by

the Project coach

video which gives tips

on presenting skills and collaborative skills in an entertaining format

Trang 26

Project lesson

67

CREATE

4 Design and prepare the menu for your stall.

• Include the name of your stall

• Add the names and prices of your dishes.

• Write short descriptions of each dish Use adjectives.

• Find photos of your dishes online and add them to your menu.

• Include information for people with special diets.

REFLECT

8 Think about your project work in this unit Read the statements and choose your reaction.

1 Our group can make decisions

together. 2 Our group can make an interesting,

healthy menu. 3 Our group can listen to each other’s

ideas.

9 Complete these sentences for you.

1 I am pleased with the menu for our stall because

2 I think I can improve

PRESENT

5 Present your flyers and the menu for your stall to

the class Use the Key phrases to help you.

KEY PHRASES

• Our stall is called …

• It sells …

• On the menu there are … sections.

• We’ve got main dishes, sides, …

• Our main dishes are …

6 Walk around the class and order a meal from another stall Use the language on page 64 to help you.

7 In your opinion, which stall has got:

1 the most creative name?

2 the most interesting food?

3 the healthiest food?

4 the most attractive menu?

OUR HEALTHIEST OPTION/€5.50

CHEESE FRIESDELICIOUS!/€3SWEET POTATO FRIES

CRUNCHY AND HEALTHY!/€3.50

BANANAS with CHEESE

YOU MUST TRY THIS!/€4.50

ICE CREAM

ASK ABOUT FLAVOURS/€3

FRESH ORANGE JUICESMALL €2.50 / LARGE €3.50MANGO CHILLI SMOOTHIE

PR JECT Create a menu for a food stall

… agree and disagree with others

… give my opinions about food

… make good decisions

… consider different people’s needs

… write important information on a flyer

Here are

my thoughts:

Now I know how to …

I think our food stall is

Our group …

… helps each other

… disagrees sometimes

… makes good decisions

… works well together

I really like:

is a star.

Create the final menu Create the final flyer Present the stall

of linguistic communication

as students learn

to express their thoughts and opinions and present them in different formats

Reflect: Students

think about their project work in this unit, and consider how well they worked together as

a group

The Reflections Log

in the Workbook encourages students

to look back through the unit, review the language and skills they have learned, and consider how they might improve next time

The final Project Log page of the

unit facilitates self-assessment and enables students to reflect on their own performance and that

of their group

Students set their own clear, achievable learning goals for their next project

Trang 27

My grammar reference and practice

114

Countable and uncountable nouns;

• Countable nouns are things and people that we can count.

There are twelve students in my class.

• Countable nouns have a singular form and a plural form

I’ve got an apple and a banana.

apple → apples banana → bananas

Countable nouns (singular)

Countable nouns (plural)

Uncountable nouns Affirmative There is a

tomato. There are some / a lot of tomatoes.

There is some / a lot of rice.

Negative There isn’t

an apple. There aren’t any / many apples. There isn’t any / much rice.

Questions Is there a

shop? How many food stalls are there? How much milk is there?

Are there any crisps? Is there any bread?

Short

answers Yes, there is.No, there

isn’t.

Yes, there are.

No, there aren’t. Yes, there is.No, there isn’t.

• We use some with plural countable nouns in affirmative

sentences.

I’ve got some pens.

• We use any with plural countable nouns in negative

sentences and in most questions.

I haven’t got any pens Have you got any eggs?

• We use some and a lot of with uncountable nouns in

affirmative sentences.

I’ve got some bread There’s a lot of chicken.

• We use any and much with uncountable nouns in

negative sentences and in most questions.

I haven’t got any milk.

There isn’t any juice.

Have you got any rice?

• In affirmative sentences, we use a lot of / lots of with

countable or uncountable nouns to talk about a big

quantity of something.

There is a lot of milk There are lots of apples.

• In negative sentences, we use much with uncountable

nouns, and many with countable nouns.

There isn’t much money (= There is a small amount.)

There aren’t many books (= There is a small number.)

• We can also use a lot of in negative sentences with

countable or uncountable nouns.

There isn’t a lot of time.

There aren’t a lot of potatoes

He can play tennis He can’t play tennis.

Questions Short answers

Can he play tennis? Yes, he can / No, he can’t.

• A possibility is a thing that you can do at a particular time because of the situation you are in.

We can take the six o’clock train (= It is possible for us to take the six o’clock train.)

• We use an infinitive without to after can and can’t

The form of can is the same for every subject.

I can sing.

I can’t go to the museum.

• We don’t add -s to can or can’t with he / she / it.

She can draw very well (NOT: She cans draw very well.)

must / mustn’t

• We use must to talk about what it is necessary to do

(obligation).

I must go to bed earlier.

You must finish all the homework.

• To form the negative, we use must not.

You must not use mobile phones in class.

He must not tell Sarah

• We use must not or mustn’t to talk about what it is

necessary not to do (prohibition).

Students must not use mobile phones in class.

You mustn’t tell Sarah – it’s a secret.

• We use an infinitive without to after must and mustn’t

The form of must is the same for every subject.

I must eat more fruit (NOT: I must to eat more fruit.)

She must work harder (NOT: She musts work harder.)

5 MY GRAMMAR REFERENCE AND PRACTICE

Uncountable nouns have

Countable and uncountable nouns;

1 Complete the sentences with some or any.

1 He’d like some bread.

2 We don’t have milk

3 Is there fruit?

4 There are potatoes in the cupboard.

5 There are shoes under the chair Are they yours?

6 I haven’t got clothes to wear!

7 There aren’t biscuits left.

8 I’ve got books in my bag

2 Complete the sentences with a lot of, much or many.

1 How many oranges do you want?

2 I don’t have free time I work six days a week.

3 There isn’t pizza left – sorry.

4 That’s information I can’t remember all of it!

5 We haven’t got sugar.

6 There aren’t people at the beach.

7 I don’t eat meat – I prefer vegetables.

8 You do running – how far do you go?

3 Choose the correct option

1 There isn’t any / many water left.

2 Wow! You’ve got many / lots of friends!

3 Katy doesn’t drink much / many juice – only one glass

in the morning.

4 There are any / some leggings here, but they

aren’t mine.

5 There aren’t many / any people in our family – there

are only three of us.

4 Complete the dialogue with the words in the box.

any lots of many much some Alex Would you like 1 some chips?

Harry No, thanks I’m not eating 2 chips at the moment – not even one chip!

Alex Why not?

Harry I’m training to get into the school football team.

Alex OK 3 students want to play for the team!

Harry Yes, but Mr Kern says there aren’t 4

5 Find the mistake Write the correct word.

1 I can cooking cook

2 She cans ride a bike

3 He not can ride a horse

4 She can’t seeing Lucy today

5 Can he to sing?

6 We can to cook dinner

7 You can visits Gran on Saturday

8 You can play badminton?

6 Complete the sentences with can / can’t and the verbs in

the box.

come cook go not play play not sing speak use

1 I can speak Spanish – it’s my favourite language.

2 I to the party at the weekend

What time does it start?

3 Nick rugby, but he plays football.

4 We tomorrow See you at 8 p.m.

5 Here you go You my pen.

6 Bella very well She sounds terrible!

7 (you) the guitar? Yes, I can – and the piano.

8 your dad ? Yes, he can We love his pizza!

7 Complete the sentences with must or mustn’t and the

verb in brackets.

1 Students must bring (bring) their coursebooks to class.

2 You (brush) your teeth twice a day.

3 We (not / forget) to do the science project.

4 Students (change) their passwords every three months.

5 You (be) on time to class.

6 I (not / leave) my laptop in the classroom.

7 You (not tell) anyone.

8 You (eat) some fruit every day.

8 Complete the sentences with can or mustn’t.

1 Students mustn’t bring their phones into the exam.

2 You play loud music after ten o’clock in the evening.

3 I see Ben over there.

4 Filip help you with that.

5 We speak Spanish in class or Mrs Sanchez gets angry.

consolidating the key

grammar points from

the unit

Grammar explanations are supported by clear examples

The Remember! box reminds

students of key grammar rules,

or draws attention to common grammar mistakes to be avoided

A summary of the grammar from the unit

provides students with a handy reference that

enables them to revise and test themselves on

what they have learned

Varied exercises, graded to a standard level, give important support to students who may need it and provide extra practice of every grammar point covered in the unit

Trang 28

Culture 360° lesson

122

THINK

1 Look at the photo What can you see? What makes a city

or town special? Think about …

• culture (art, music, theatre)

• parks and green spaces

EXPLORE

Access the interactive 360° content now!

2 Read the information about Mexico City Find the

3 Listen to the information

about art in Mexico Answer the questions.

1 Who is Frida Kahlo?

2 What do Mexicans celebrate

Ice cream Pozole Tacos al Pastor

of the best places to live? Why?

Look online and find out:

What are the best cities to live in?

Why are they the best cities to live in?

Look UP!

• Learn about what makes a city special

• Talk about where you live

There are five Culture 360° lessons These

are designed to be standalone lessons which can be used flexibly at any time during the course

Learning objectives

are explained at the beginning of each Culture 360° lesson

so students know what they are going

to learn

Dynamic photos

engage students in further extension of the unit topic The 360° photo can be launched by clicking

on the Explore tab

Reflect on Culture

has one or two discussion questions which focus the students on the cultural angle of the lesson and encourage them to apply it to their own experience

Look UP! boxes encourage students

to extend their learning by doing their own online research

The Think section has

Trang 29

Lesson objectives

Revise grammar and vocabulary

1

• Explain that students are going to play a board game

• Brainstorm different board games with the class and write them on the board (e.g Monopoly, chess, snakes and ladders)

• Invite individual students to share their answers to the questions with the class

2

• Make sure you have enough counters for each student

If necessary, students could make their own with a bit

of card and colour them You will also need one die per group If you don’t have any dice, then students can make simple number spinners

• Go through the instructions, pointing to the relevant squares

• On the board, write different sentences to illustrate the types of questions in the squares, e.g.:

Complete the sentence with one word: My is Anna

Correct the underlined the mistake: I is 12 years old

Choose the correct answer: a I can run b I can running

• Pair yourself up with a student and take a turn each as an example for the class

• Ask students to look at the titles on the board and tell you what they are (subject pronouns, prepositions of place,

classroom objects, possessive adjectives, can for ability, colours, possessive ’s, have got, school subjects)

• Depending on your class size, divide students into pairs

or small groups to play the game Alternatively, divide the class into teams with yourself leading the game

• Tell students to ask you if they aren’t sure of the correct answers They should be able to do it themselves, so you could prompt rather than give the correct answer

• Monitor as students play and help where necessary

• Go through the answers as a class at the end, inviting different students for the answers

ANSWERS

1 We 2 She’s 3 b 4 under 5 between 6 c

7 my 8 its 9 a 10 can 11 sing 12 c

13 yellow 14 Gloria’s 15 a 16 hasn’t 17 Have

Colours: blue, green, purple, red, yellow

School subjects: English, geography, maths, music, PE,

Learn about the project topics

Learn how to do project work

Key phrases

Classroom English: Get into groups of three Can you

help me? How do you say ‘(lápiz)’ in English? What does

‘notebook’ mean? Raise your hand Let’s work together

Work with a new group Listen to each other.

Project coach video

How to do project work

Project extension ideas

To find out which of the topics for the level the students

are really interested in, write the eight project titles on the

board Tell students to individually write the top five they

think are the most interesting Then divide them into pairs

to discuss their choices and agree on a combined top five

Finally, join two pairs together to compare their choices and

agree on a group top five Ask each group to feedback their

top five and justify their choices You could then have a class

vote on the most interesting / enjoyable / unusual sounding

project

Unit summary

The Welcome unit reviews vocabulary and grammar from

Harmonize Starter level Students play a game in pairs

and review possessive ’s, have got, can for ability, subject

pronouns, possessive adjectives and prepositions of place

with the vocabulary sets of colours, school subjects and

classroom objects They are introduced to the concept of

project work and how the Project Builders function in the

course They do a quiz to familiarize themselves with the

project topics and watch a video with tips on how to do

the projects successfully

Trang 30

• Give students time to think about their answers to the

questions Tell them to make a note of the square number

for the questions they found easy and/or difficult

• Refer students to the My grammar reference & practice on

page 104 and explain this provides more explanations and

practice of the grammar

• If there were any grammar points that most of the

students felt were difficult, you could ask them to do

these sections in class or for homework

• Make sure students have their Workbooks for this exercise

• Focus students’ attention on the photos on the double page spread of the Student Book and ask what they can

see (food, café, menu, people eating) Ask: What do you think the project is about?

• Go through points 1–5 in the About the projects section

with the students Ask a few questions to check

understanding, e.g How many different projects are there?

(eight) Where do you write your project ideas? (in the Project Log) What helps you with your project presentation? (the

Project coach video)

• Read through the questions and check students know what to do

• Students answer the questions individually Allow them to compare their answers in pairs before you check with the class

ANSWERS

1 Design an infographic: This is my life 2 five

3 in the Workbook 4 four

2

• Read through the Project Builder titles with the class and

explain any unknown vocabulary, e.g range (= a set of products of a particular type), invent, lyrics

• Divide the class into pairs and either set a time limit to motivate them or say the top three pairs to finish first get

to choose a game to play at the end of the class

• Ask students if they have changed their minds about which projects are the most interesting now that they have more information

ANSWERS

You invent some after-school activities – Unit 2You design an advertisement for a city tour – Unit 8You choose the colours for a range of clothes – Unit 4You write tips on a sport – Unit 3

You write some lyrics for a song – Unit 7You invent a new animal – Unit 6You write about your favourite places – Unit 1You invent some crazy food combinations – Unit 5

• Elicit some examples of questions, e.g Where can you see

a picture of a …? What’s the reading about on page …?

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3  01

• Mime a few classroom instructions and elicit the

instructions, e.g raise your hand, put your hand to your

ear for listen, stand up, sit down, move your hands

together between two students / a few students to show

get in pairs / groups

• Ask students to complete the exercise Allow them to

compare their answers in pairs before they listen to check

ANSWERS

1 groups 2 help 3 How 4 mean 5 hands 6 work

7 with 8 Listen

4

• Divide the class into pairs to do the exercise

• Elicit some more useful classroom language and write

examples on the board, e.g Compare your answers with a

partner How do you spell …? Ask / Answer the questions.

ANSWERS

Teacher: Get into groups of three Raise your hands Work

with a new group Listen to each other

Student: Can you help me? How do you say ‘lápiz’ in

English? What does ‘notebook’ mean? Let’s work together

HOW TO DO PROJECT WORK

5  Project coach video script p127

• Write What is project work similar to? on the board Play the

video the whole way through for students to answer the

question (making a cake)

• Pause the video at 00.20 and give students time to check

the answers for question 1 in their Student Book

• Ask students if they can suggest reasons why working

collaboratively is good and then play the final section of

the video (Why is project work a good idea?) for students to

check their answer to question 2

• Ask students what tips they remember from the video

(Use time well Listen and give positive feedback Use

the Project Logs Speak English Listen to other group’s

presentations.)

• Put students into pairs to discuss question 3 and then

conduct class feedback (e.g do different tasks to learn

new skills, use the language from the unit to practise, help

each other, ask questions, share your work with family,

have fun)

• Ask students if they have any questions about the course

or if anything isn’t clear

• As students leave the class, ask what they think is most

interesting about the new course

ANSWERS

1 presentation, video, poster, web page, leaflet

2 To learn from each other and to make problem-solving

easier

Trang 32

1 This is my life

Language objectives for the unit

Core vocabulary

Family: aunt, (best) friend, brother, cousin, dad, daughter,

grandad, grandma, husband, mum, neighbour, parents,

sister, son, stepdad, stepmum, teammate, uncle, wife

Physical descriptions: beard, blonde, blue, braces, brown,

curly, dark, fair, freckles, glasses, green, grey, long, medium-

height, moustache, red, short, slim, straight, tall, white

Personality adjectives: creative, friendly, funny,

interesting, kind

Extra vocabulary

Categories: animal, app, book, celebrity, country, film, ice

cream flavour, school subject, singer, song, sport, TV show,

Meeting people and making friends: What’s your

name? I’m (Tom) Which class are you in? I’m in (8C) Are

you into football? Yes, I am What about you? My favourite

team is (United) Have you got any brothers or sisters? Yes,

(I’ve got one brother and one sister) What’s your sister’s

name? It’s (Izzy).

Project objectives

Project description

Design an infographic: This is my life

Students will work in groups of three for this project

Project skills

Organizing visual information

Key phrases

Presenting visual information: This is my (brother) He’s

(tall) These are (my friends) My favourite places are (the

sports centre and …) My favourite (sport is tennis).

Project coach video

Organizing visual information

Project extension ideas

If students enjoy the project, they could create a personal

narrative video or podcast about their life Have a class

discussion about interesting information they could include

about themselves Play some examples of personal narrative

videos and go through the key points Students then work

in their group to plan, produce and record their video or

podcast They could be uploaded for students to watch

and think about who has the most similar / different life to

their own

Unit summary

The topic for this unit is My life By the end of the unit,

students should be able to describe confidently their favourite people and places, and to ask and answer personal questions when they meet someone new They should feel more comfortable about sharing personal information

in groups; be able to write a well-organized, interesting personal profile; and understand the importance and usefulness of graphics to present information

The final project is to create an infographic about themselves and present it to the class This will consolidate all the language they have learned in the unit

Introducing the topic for the unit

Read out the title of the unit and explain to students that this unit is all about their lives, including their friends and family and how to describe them and places they like to hang out Tell them that the project at the end of the unit is

to present an infographic: This is my life.

Identifying a real-life context for the topic

Ask students to consider in what situations it might be useful to create an infographic about their life Answers could include to introduce themselves for an application or personal statement or orally to people from other places, backgrounds or ages

• Once students have done the matching exercise on page

8, ask what clues in the posts helped them identify the people

Trang 33

ASSESSMENT FOR LEARNING

• Focus students’ attention on the speech bubbles and

read them out Explain that this is useful language to

use to describe people in their life

• Demonstrate the exercise by telling students about one

or two important people in your life Make sure you use

the model language

• When students have finished working in pairs, invite

a few students to tell the class what they found out

about people in their partner’s life, e.g Maria has got

two brothers.

3  Sophie’s vlog script p127

• Once students have answered the question, ask a few

follow-up questions, e.g What is Sophie and Mack’s

homework? (to make a family tree) Why does Sophie tell

Grandad to say cheese? (to make him smile) Why is Sophie

angry when Mack tries to take a photo of her? (because

there’s no film in the camera) How does Sophie describe her

family? (crazy, lovely and wonderful).

ANSWERS

brother, mum, aunt, uncle, grandad

• Ask students to see how many of the sentences they can

complete before they watch the video again to check

• Allow students to compare their answers in pairs before

you check with the class

ANSWERS

1 dad 2 kitchen 3 aunt 4 Sophie 5 seven

PROJECT BUILDER 1 (15 minutes)

Decide on the special people in your life.

5

• Remind students of the project for this unit and explain

that they will now start preparing their ideas for it

• Put students into their project groups and explain that

they will stay in the same group for the whole project

• Ask groups to choose a project monitor to lead the

discussion and make sure everyone gets a chance to

speak

• Ask students to have the Project Log pages of their

Workbook ready Remind them that they will use the

information in the Project Log for the final project task and

the discussion they are going to have will help them to

complete this Project Log

• Explain that students should write the names of the

people who are important to them and very important

to them on the cards They should also add who these

people are It would be a good idea to demonstrate with a

few of your own, e.g My sister is my best friend, so her name

goes here My football coach is important to me, but she

• Tell the groups to share their Project Logs and to work out

if family or friends are the most important

• For homework, ask students to reflect on their important people and choose the person who is most special to them and record it in their Project Log

• You could ask the group monitor to provide feedback

on how well their group shared ideas and discussed the options and what could be done better next time

• It would be a nice idea to ask students to bring in some photos of their important people to share with their group in the next class

 Workbook Project Log p4

Trang 34

1.2 #Myfriends

Describe the appearance and personality of people

Use the present simple: be

Vocabulary

Warm-up

• Divide the class into small teams Explain that you are

going to say a definition for a family member and they

have to say the word, e.g She’s my mum’s mum (grandma)

He’s my mum’s brother (uncle) The first team to say the

word correctly wins a point, and if they can spell it

correctly, they get a second point

• Ask a few students to describe one of the important

people in their life At this stage, don’t correct any errors

and allow other students to help with vocabulary, if

necessary

• Make notes on the board of some of the vocabulary

they use Ask: What vocabulary did you use to describe

his/her hair / eyes / personality? Point out to students that

they can build on what they already know in this lesson

by learning more vocabulary to describe appearance

and personality Doing this exercise will give you a good

idea of your students’ knowledge of the lesson topic

• With weaker classes, you could show a range of

different photos of people and pre-teach the core

vocabulary before moving onto the Student Book

presentation

1

• Focus students’ attention on the photos and ask them to

describe the people

2

• Allow students time to read through the posts first and

check the meaning of any words they don’t know They

can use a dictionary to do this or ask you

you check with the class

• Fast finishers could work in pairs and take turns to

describe one of the people for their partner to guess

• If students didn’t bring in photos, ask them to draw

a picture on a separate piece of paper to their description

• Divide the class into groups of six Tell students to put all their photos/pictures and descriptions face down in front of the group and shuffle them

• Groups then play a game of Pelmanism with the cards,

turning over a photo/picture and description to see if they match

3

• Demonstrate the activity with a few stronger students Ask

a student to describe one of the people in the photos and invite another student to respond

• Monitor as pairs do the task and note down any errors to

go though at the end as a class

• After checking answers, ask students to make a sentence

with the incorrect options, e.g She isn’t from the UK.

• Demonstrate by describing yourself using the table

• Give students time individually to think of their sentences before dividing them into pairs to do the task

• Ask different pairs to share any similarities

Trang 35

• If you think your students need more support and

practice before they move on, refer them to the My

grammar reference & practice on page 106 You could read

through the reference with the class, then students could

work through the practice exercises

• If your students have a good grasp of the grammar

already, move on with the lesson and refer them to the

My grammar reference & practice for homework

Complete short descriptions of the special people in

your life.

9

• Remind students that the work they do now will help

them to prepare for the project at the end of the unit

• Ask students to get into their project groups and tell them

to choose a new monitor for the task today

• Ask the monitor to find out which special person each

student reflected on for homework

• Check students’ understanding of the task Ask: How

many people do you write notes about? What do you have to

include in the description?

• Write aunt, curly hair and interesting on the board Ask

students to identify which words are appearance,

personality and relationship

• Once students have made their notes, ask them to record

their sentences in their Project Log If time is limited, they

could complete the Project Log for homework

10

• Give students time to practise their sentences individually

before they share them with the group

• Tell students to take turns to describe one person at a

time Encourage the rest of the group to ask follow-up

questions, e.g Is (Peter) from (Barcelona)? Is he at this school?

• After everyone has described their three people, ask the

monitor to feedback who has similar important people in

the group

• Explain to students that it’s important to learn to assess

themselves Tell them to think back over how they felt

when they shared their descriptions, then complete the

evaluation in the Project Log

• As students leave the class, ask them to show you their

Project Log for you to check and tick completed

• Play noughts and crosses with the class to review the

grammar from the previous lesson

• Divide the class into two teams and assign each team noughts or crosses

• The first team chooses a square Say a word (e.g twins) for them to say a sentence using the present simple with be

If the sentence is correct, they get to put a cross or nought

in the square The first team to get a line of three wins

• Focus students’ attention on the photos and ask what they can see and where they think the places are

• Play the audio for students to read and listen

• Allow students to compare their answers in pairs before you check with the class

• Ask a few additional questions, e.g Why types of books does Hanif like? (graphic novels) What does Emma like about the café? (the smoothies) What does Tyler think about shopping? (it’s boring) Are any of the favourite hangouts the same as yours?

• Read out the Tick feature and say a few more examples by

telling students a few things you’re into before checking how they’d say the phrases in L1

• For extra practice, ask different students to tell you one thing they’re into

ANSWERS

Hanif: library, UK Emma: beach, AustraliaTyler: waterpark, Canada

3

• Explain that students need to scan the text to look for the numbers Remind them that they don’t need to read every word You could set a time limit (e.g five minutes) to do the exercise to encourage them to practise scanning

• After checking the answers, ask: Which of these places do you have in or around your town?

ANSWERS

1 zero 2 seven 3 eight hundred 4 thirty-nine

5 three 6 fifty

Trang 36

• Read the lesson objectives with the class Then write

the following sentences on the board: The largest park

in NYC is Pelham Bay Park I think it’s the best place to go

for a walk Ask: Which sentence is a fact and which is an

opinion?

• Explain that students are going to learn some language

to recognize facts and opinions

Skill UP!

4

• Ask students to read the Skill UP! Ask: Why is it important

to know the difference between a fact and an opinion?

(because an opinion is usually trying to persuade you of

something, even if it isn’t true)

• Students complete the exercise individually and then

compare their answers in pairs

• Ask students what phrases / clues in the sentences helped

them decide when the sentences were opinions (1 I think

3 awesome).

ANSWERS

1 opinion 2 fact 3 opinion 4 fact

5

• Ask students why it’s important to use a variety of

adjectives (to make conversation or writing more

interesting) Remind students that adjectives are often

used in opinions

ANSWERS

fantastic, great, awesome, amazing

6 THINK

• This exercise asks students to think critically and respond

personally to the text Allow students to have some

‘thinking’ time to formulate their answers

• Divide the class into small groups to discuss the questions,

then have a class vote on the best hangout

7 MEDIATION

• You could divide the class into groups of three and ask

each student in the group to research a different place

• Students then share their facts with the group

Grammar

there is / there are + a, an, some, any

8

• If students need additional explanations and controlled

practice of the grammar point, refer them to the My

grammar reference & practice pages at the back of the

Student Book to complete in class or for homework

ANSWERS

1 a 2 an 3 a 4 some 5 any

 My grammar reference & practice p106

9 PRONUNCIATION  03

• Write there, they’re and their on the board Play the audio

and ask what students notice about the pronunciation

1 isn’t 2 an 3 There are 4 some 5 there’s

6 there aren’t 7 are

11

• When asking and answering, encourage students to ask

follow-up questions, e.g How often do you go there? Why

do you like it?

• At the end, ask different pairs to report back some of their

partner’s answers to the class, e.g There’s a shopping centre near Marc He goes there every Saturday.

• Divide the class into teams and give them two minutes

to write as many sentences as they can to describe the

picture, using there is / there are

• Show the picture again Tell teams to exchange sentences with another team to check each other’s work The team with the most factually and grammatically correct sentences wins

Describe the important places in your life.

• Tell students to listen carefully to their peers’ hangouts and think about which places are similar to theirs

• Make sure the groups complete and compare their favourite hangouts in their Project Log

14

• Focus students’ attention on the model sentences

Remind them to look back at previous exercise and the texts in exercise 1 to support their writing

Trang 37

• Students can complete their sentences and draw the

picture or icon to represent the place for homework, if

Grammar worksheets, Teacher’s Resources, Oxford English Hub

Reading worksheets, Teacher’s Resources, Oxford English Hub

1.4 Are we good friends?

Talk about your favourite thingsFocus on graphics in video presentations

TEACHER WELLBEING: WHO AM I?

• We all have multiple roles in our life, e.g parent, friend, colleague Sometimes these roles are in harmony, but sometimes there’s conflict It’s important to understand our multiple selves and how they affect our lives

• Make a list of your roles, including your language teacher self, and reflect on times when the different roles compete for your attention Ask yourself these

questions: How much care do you take of yourself in each role? Can you find supportive connections between your roles and identities?

Listening

Warm-up

• Write What is a good friend? on the board.

• Ask students to think about their friendship group and make notes about what makes their friends special and also what’s important for them in a friendship

• Divide the class into small groups to discuss the question

• Ask a few groups to share their answers

1

• Focus students’ attention on the illustrations and ask what

they can see Ask: What do you think the connection is between all the pictures? (categories of (favourite) things).

• Once students have checked the meaning of the words, ask if there are any words they are still unsure of and go through them as a class

ANSWERS

1 sport 2 ice cream flavour 3 celebrity 4 video game 5 book 6 TV show 7 singer 8 school subject 9 app 10 animal 11 song 12 film

4  Video skills script p127–128

• Students watch the video to check their ideas from exercise 3 and answer the questions

• Students compare their answers with a partner Ask: Are your answers the same or different?

• If there are any differences in answers, go through these questions with the class

Trang 38

• Ask follow-up questions, e.g Who is asking the questions?

(Ben) Who do Kyle and Lauren write the answers for? (each

other) Who gets the right answer for the first question?

(Kyle)

ANSWERS

1 five 2 What’s your favourite school subject?

3 No, he isn’t 4 one

5 MEDIATION

• Divide the class into pairs to do the task together,

explaining how the game works to a fictitious third

person

6

• Before students do the exercise, ask them to predict the

Tiêu đề	Harmonize 1 Teacher's Guide
Tác giả	Jessica Finnis
Trường học	Oxford University Press
Chuyên ngành	English Language Teaching
Thể loại	Teacher's Guide
Năm xuất bản	2023
Thành phố	Oxford

Định dạng
Số trang	153
Dung lượng	25,05 MB